Finally, using the results from the studies, we propose an algorithm that selects exercises with varying difficulty levels adapted to learner characteristics. We found that self-esteem, mental effort, and performance all impacted the difficulty level of the exercises selected for learners. Participants considered a fictional learner with a certain performance, self-esteem and effort, and selected the difficulty level of the next mathematical exercise. Three studies investigate this for learners who had different performances on a previous exercise: just passing, just failing, and performed well. Next, through empirical studies, we investigate the impact on exercise selection of learner's self-esteem (low versus high self-esteem) and effort (minimal, little, moderate, much, and all possible effort). First, the paper describes the investigations to produce validated materials for the main studies, namely the creation and validation of self-esteem personality stories, mental effort statements, and mathematical exercises with varying levels of difficulty. This paper investigates how humans adapt next exercise selection (in particular difficulty level) to learner personality, invested mental effort, and performance to inspire an adaptive exercise selection algorithm. Entre los más relevantes, cabe destacar un aumento del porcentaje en el cual,la innovación de los procesos de enseñanza-aprendizaje en el aula fomentan interacción, motivación e involucramiento, características que inciden en el aprendizaje significativo.Īdapting to learner characteristics is essential when selecting exercises for learners in an intelligent tutoring system. A través de estos instrumentos se identificaron los principales resultados de la evaluación de la experiencia. La recolección de información se realizó principalmente en foros mediante las narraciones realizadas por los estudiantes y una encuesta para medir el grado de motivación. En el estudio se utilizó la plataforma de aprendizaje Moodle y un conjunto de herramientas de la web 2.0. Para ello se presenta un caso de estudio en el que participaron 62 estudiantes del programa de Maestría en Educación, Innovación y Liderazgo Educativo de la ciudad de Ambato, en Ecuador. El objetivo de esta metodología fue la aplicación de estrategias didácticas para generar interacción y motivación en jornadas extensas de clase. However, more research is needed.Įste artículo describe una experiencia de innovación en el aula universitaria mediante una metodología basada en metáforas narrativas y estrategias de gamificación para la enseñanza de la tecnología. ICTs provide the ideal environment for implementing subliminal training. Subliminal techniques can be also utilized as a strategy by leaders, mentors, and employees to build trust, inspire and provide humanity with innovative ideas. Therapists can also utilize these methods to help patients with phobia, anxiety and depression to overcome fear. Subliminal teaching techniques can be used by teachers and parents in general and special education to instill higher-level needs & motives, accelerate students’ performance, reduce gender stereotypes and unfold students’ existing but underdeveloped abilities. Subliminal techniques are under the umbrella of metacognitive strategies since they can be used consciously to increase self-regulation capacity as well as expand the horizons of consciousness. Subliminal cues lower people's shields and update filtering mechanisms enabling people to focus on positive rather than negative interpretations. The results of this review revealed that subliminal techniques improve all those aspects that assure metacognitive improvements in terms of self- & emotional regulation, higher mental abilities, and behavioral modification. ![]() In this context, we search for and classify the existing subliminal training techniques, while evaluating the usability of ICTs such as artificial intelligence, virtual reality, mobile apps, steam and software in subliminal learning and training. The current review aims to explore the effectiveness of subliminal cues on fundamental aspects of metacognition such as higher cognitive and emotional meta-abilities, affective and behavioral regulation, and academic achievement. ![]() ![]() Subliminal messages expose individuals to visual or/and auditory stimuli below the threshold of conscious perception. However, a growing number of researchers support the idea that nonconscious processes may hold the keys to higher forms of intelligence. Traditionally, metacognition & higher mental abilities are thought to be exclusively linked to consciousness.
0 Comments
Leave a Reply. |